Abstract

This article presents the design principles underlying the instruction provided in a Self-Regulated Strategy Development (SRSD) study that resulted in substantial improvements in the opinion writing of second and third grade students. The analysis focused on the SRSD instruction students received in the classroom as well as the practice-based professional development (PBPD) teachers received on how to implement SRSD for opinion writing. A newly developed model of writing that draws on both social/contextual and cognitive conceptualizations was used to identify the theoretical aims, instructional focuses, and corresponding instructional activities for (1) creating a PBPD community where teachers learned to apply SRSD for opinion writing, (2) reshaping teachers' classrooms so that these writing communities were conducive to SRSD instruction, (3) strengthening the capabilities and motivations of teachers to provide SRSD instruction for opinion writing, and (4) improving the capabilities and motivations of students to compose more convincing opinion essays. This analysis is the most comprehensive examination of SRSD instruction presently available, providing greater clarity for researchers and practitioners on how this instructional approach operates and achieves its aims. Our analyses also demonstrated that there is a high degree of interconnectivity among the instructional activities underlying SRSD, as many of them are designed to meet multiple aims, cutting across professional development, classroom instruction, and student and teacher development.

title = "An examination of the design principles underlying a self-regulated strategy development study",

abstract = "This article presents the design principles underlying the instruction provided in a Self-Regulated Strategy Development (SRSD) study that resulted in substantial improvements in the opinion writing of second and third grade students. The analysis focused on the SRSD instruction students received in the classroom as well as the practice-based professional development (PBPD) teachers received on how to implement SRSD for opinion writing. A newly developed model of writing that draws on both social/contextual and cognitive conceptualizations was used to identify the theoretical aims, instructional focuses, and corresponding instructional activities for (1) creating a PBPD community where teachers learned to apply SRSD for opinion writing, (2) reshaping teachers' classrooms so that these writing communities were conducive to SRSD instruction, (3) strengthening the capabilities and motivations of teachers to provide SRSD instruction for opinion writing, and (4) improving the capabilities and motivations of students to compose more convincing opinion essays. This analysis is the most comprehensive examination of SRSD instruction presently available, providing greater clarity for researchers and practitioners on how this instructional approach operates and achieves its aims. Our analyses also demonstrated that there is a high degree of interconnectivity among the instructional activities underlying SRSD, as many of them are designed to meet multiple aims, cutting across professional development, classroom instruction, and student and teacher development.",

T1 - An examination of the design principles underlying a self-regulated strategy development study

AU - Graham, Stephen

AU - Harris, Karen

PY - 2018/1/1

Y1 - 2018/1/1

N2 - This article presents the design principles underlying the instruction provided in a Self-Regulated Strategy Development (SRSD) study that resulted in substantial improvements in the opinion writing of second and third grade students. The analysis focused on the SRSD instruction students received in the classroom as well as the practice-based professional development (PBPD) teachers received on how to implement SRSD for opinion writing. A newly developed model of writing that draws on both social/contextual and cognitive conceptualizations was used to identify the theoretical aims, instructional focuses, and corresponding instructional activities for (1) creating a PBPD community where teachers learned to apply SRSD for opinion writing, (2) reshaping teachers' classrooms so that these writing communities were conducive to SRSD instruction, (3) strengthening the capabilities and motivations of teachers to provide SRSD instruction for opinion writing, and (4) improving the capabilities and motivations of students to compose more convincing opinion essays. This analysis is the most comprehensive examination of SRSD instruction presently available, providing greater clarity for researchers and practitioners on how this instructional approach operates and achieves its aims. Our analyses also demonstrated that there is a high degree of interconnectivity among the instructional activities underlying SRSD, as many of them are designed to meet multiple aims, cutting across professional development, classroom instruction, and student and teacher development.

AB - This article presents the design principles underlying the instruction provided in a Self-Regulated Strategy Development (SRSD) study that resulted in substantial improvements in the opinion writing of second and third grade students. The analysis focused on the SRSD instruction students received in the classroom as well as the practice-based professional development (PBPD) teachers received on how to implement SRSD for opinion writing. A newly developed model of writing that draws on both social/contextual and cognitive conceptualizations was used to identify the theoretical aims, instructional focuses, and corresponding instructional activities for (1) creating a PBPD community where teachers learned to apply SRSD for opinion writing, (2) reshaping teachers' classrooms so that these writing communities were conducive to SRSD instruction, (3) strengthening the capabilities and motivations of teachers to provide SRSD instruction for opinion writing, and (4) improving the capabilities and motivations of students to compose more convincing opinion essays. This analysis is the most comprehensive examination of SRSD instruction presently available, providing greater clarity for researchers and practitioners on how this instructional approach operates and achieves its aims. Our analyses also demonstrated that there is a high degree of interconnectivity among the instructional activities underlying SRSD, as many of them are designed to meet multiple aims, cutting across professional development, classroom instruction, and student and teacher development.